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1 Portfolio Guide Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Quality Indicators Performance Indicators Artifact and Course Human Growth and Development: The professional knows and understands theories of individual COU 607 school counselor candidate knows and family development, transitions across the and understands human development and personality and life-span, and the range of human developmental variation how these domains affect learners, and applies this knowledge in his COU 602 or her work with learners. knows developmental stages of individual growth COU 670 PSY610 knows and understands theories of learning and personality development COU 607 COU 608 COU 651 applies factors that affect behavior, including but not limited to, developmental crises, disability, addiction, psychopathology, and environmental factors, in assisting learners to develop healthy life and learning styles The candidateapplies developmental principles in working with learners in a variety of school counseling activities COU 602COU 670COU Culture and Diversity: The candidate knows and understands how human diversity affects learning and development within the context of a global society and a diverse community of families. The candidate uses this understanding to assist students, parents, and colleagues in developing opportunities for learning and personal growth. knows COU 614 and understands theories of individual and family development, transitions across the life-span, and the range of human developmental variation knows and understands attitudes and behaviors related to diversity, and how the diversity in families impacts learners educates students, colleagues and others about diversity and its impact on learning, growth, and relationships COU 614 COU 614 COU 614 facilitates the development of learners tolerance and respect for, and valuing of, human diversity

2 knows COU 614 and understands how culture affects the counseling relationship and demonstrates cultural awareness and sensitivity in counseling knows and understands theoretical and historical bases for assessment techniques COU 601; COU Assessment: The candidate knows and understands the principles of measurement and assessment, for both individual and group approaches, and applies these in working with all learners. knows and understands the concepts of reliability and validity selects, administers, and interprets assessment and evaluation instruments and techniques in counseling COU 601 COU 601; COU 653 applies assessment results to the counseling process COU 601; COU 680/682; COU knows, understands and applies ethical principles in assessment COU 601; COU 653 knows and understands theories of career development, career decision-making and planning selects and applies career counseling models with learners Career Development and Planning: The professional school counselor candidate understands career development and planning processes across the lifespan, and assists learners in their career exploration, decision-making and planning. promotes and supports the career decisionmaking and planning of learners uses various career assessment techniques to assist learners in understanding their abilities and career interests uses current career information to assist learners in understanding the world of work and make career plans and choices knows, understands, and conducts guidance needs assessments COU 602; COU 670; COU

3 Guidance Curriculum: The collaborates with other school personnel in the candidate knows, understands, and delivery of the guidance curriculum uses classroom guidance methods and techniques. COU 602; COU 670; COU designs and implements developmentally appropriate guidance activities Individual Planning: The knows and understands planning and goal candidate knows, understands, setting processes and uses planning and goal setting for the personal, educational, and career development of the learner. COU 602; COU 670; COU COU 602; COU 670; COU uses various tools, including technology, to assist learners in personal, educational, and career goal setting and planning COU 602; COU 670; COU ; COU Responsive Services: The uses various methods for delivering responsive counseling services to all learners in the school community knows and understands a variety of individual and small group counseling theories and techniques knows and understands a variety of crisis intervention and consultation theories and techniques COU 610/611; COU 608/651;COU 656; COU 680/682 COU 608/651; COU 680/682;COU selects and uses counseling interventions appropriate to the needs of all learners uses appropriate referral resources and procedures COU 608/651; COU 680/682;COU COU 602; COU 680/682;COU System Support: The uses various methods to develop and maintain a comprehensive guidance program that serves the needs of all learners knows, understands, develops, and manages a comprehensive guidance program for all learners COU 602; COU 670;COU COU 602; COU 670;COU advocates for the guidance program throughout the school community

4 Technology: The uses technology as a management and counseling tool in promoting the personal, educational, social, and career development of the learner. knows, understands, and conducts program evaluation to monitor and improve the guidance program uses technology to manage a comprehensive guidance program COU 602; COU 670; SFR 690; COU 670; COU COU 601; COU 602; COU 670; COU knows, understands and uses a variety of technology in the delivery of guidance and counseling activities COU 601; COU 602; COU 670; COU The professional school counselor candidate understands, develops, and uses professional relationships in the school, family and community, through consultation and collaboration, to promote development of all learners. knows, understands and uses consultation strategies to improve communication and promote teamwork uses consultation strategies to coordinate resources and efforts of teachers, administrators, and support staff COU 602; COU 608/651; COU 680/682; COU COU 602; COU 608/651; COU 680/682; COU uses consultation strategies to promote schoolhome relationships through involvement of parents and other family members COU 602; COU 608/651;COU 680/682; COU uses consultation methods with private and public agencies in the community that may be involved in the learner s development COU 602; COU 608/651; COU 680/682; COU Ethical: The professional school counselor candidate knows, understands and practices in accord with the ethical principles of the school counseling profession. knows, understands and practices in accordance with the ethical principles of the counseling profession knows and understands the differences among legal, ethical, and moral principles knows, understands and practices in accordance with local school policy and procedures

5 employs ethical decision-making models to recognize and resolve ethical dilemmas models ethical behavior in his or her work Legal: The professional school counselor candidate knows, understands and adheres to the legal aspects of the role of the school counselor knows and understands the local, state, and federal statutory requirements pertaining to her or his work knows and understands the local, state, and federal statutory requirements pertaining to her or his work practices in accordance with the legal restraints of local jurisdictions practices within the statutory limits of confidentiality Professional: The implements methods to promote his or her professional development and well-being. participates in professional organizations develops and implements a professional development plan uses personal reflection, consultation, and supervision to promote professional growth and development knows, understands, uses and models techniques of self-care. evaluates her or his practice, seeks feedback from others, and uses this information to improve performance

6 The Professional Preparation Portfolio Successful completion of a Professional Preparation Portfolio is required of all teacher education candidates at SMSU in order to be recommended for initial certification to teach. This portfolio is a graphic anthology of a student s progress and performance in all coursework, practicum placements and student teaching experiences. The Professional Preparation Portfolio is also a medium by which the academic programs are evaluated for accreditation by the Missouri Department of Elementary and Secondary Education and the National Council for the Accreditation of Teacher Education. Teacher education students will receive guidance throughout their program from the instructors of their courses to help answer questions and maintain quality of the portfolio. There are three checkpoints scheduled throughout the sequence of courses taken in the teacher education program. The checkpoints are individual conferences held between students and instructors to assure that everything is in order and progressing satisfactorily toward meeting the Missouri Standards for Teacher Education Program (MoSTEP) quality indicators and subject area competencies. The first checkpoint occurs in SEC 302. PED 200, or MUS 200. The second will occur during the special methods courses or designated point in the degree program. The third and final checkpoint occurs during the student teaching semester. At that time the portfolio will be reviewed to determine if there is sufficient evidence to meet MoSTEP quality indicators and subject area competencies. Portfolio Checkpoint 1: ELE302/SEC 302/PED 200/MUS 200* These artifacts are required and must be included within the portfolio at checkpoint 1: Professional Resume Clinical Placements Log Artifacts with cover sheets as assigned minimum of lesson plan and appropriate artifact cover sheet Evaluation of uploaded materials by faculty Portfolio Checkpoint 2: Special Methods Courses or Designated Point in Program A summary of general expectations for Portfolio Checkpoint 2 follows: Artifacts and artifact cover sheets required by the specialty area that reflect knowledge, skills and professional dispositions aligned with standards Professional Resume further developed Clinical Placement form completed to reflect additional experiences and outcomes Educational Philosophy Portfolio Checkpoint 3: Supervised Student Teaching Artifacts may be required and reviewed by the specialty area faculty, University Student Teaching Supervisor and cooperating teacher. A summary of expected content follows: Additional artifacts and artifact cover sheets as required in order to meet MoSTEP quality indicators and subject area competencies Professional resume completed Clinical placement form completed to reflect culminating experiences and outcomes Complete section IV of your portfolio (Student Teaching Evaluations) For additional help log on to the SMSU PEU Website at *Students must consult with their departmental advisors concerning special requirements for artifact cover sheets. Limited examples follow.

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